【作者】 王亚楠；

【导师】 吴春苗；

【作者基本信息】 郑州大学 ， 教育管理（专业学位）， 2025， 硕士

【摘要】 随着教育数字化的推进,正式教育与非正式教育有机融合,学生的学习渠道从单一走向多元,教育场域从学校拓展到整个社会,教育过程从青少年时期延伸到人的一生。因此自主学习力,是学生适应未来社会发展的必备核心素养。本研究以自我决定理论和三元交互理论为基础,以自主学习力结构为框架,结合自主学习和学习力的概念,对初中生自主学习力进行概念界定,将其构成要素划分为:学习动力、学习能力和学习阻力,并以此作为本研究的三大调研维度。本研究综合采用文献研究法、问卷调查法和访谈法,对Z市320位初一、初二、初三的学生进行自主学习力现状调查。使用软件SPSS 26.0进行定量数据分析,总结出以下研究结论:初中生自主学习力整体趋于中等水平;其中学习动力方面:学习兴趣狭窄,自我效能感弱,学习毅力不稳定;学习能力方面:元认知能力欠佳,缺乏学习规划意识和能力;学习阻力方面:学习焦虑突出、学业负担明显,父母期待较高,师生关系不够融洽;其次初中生整体的自主学习力水平分别在性别、学习成绩、自主学习时长、父母学历方面都存在显著差异性;初中生的学习动力与学习能力之间呈正相关,学习动力、学习能力与学习阻力之间呈现负相关。根据探究出的问题和原因,提出提升策略:学习动力层面:初中生应培养自身的学习兴趣,制定计划,以目标为驱动,克服干扰,提升学习效率;家长要更新教育理念,调整教育期望值,培养学生责任感。学习能力层面:教师要更新教学观念,提高教学能力,教学要因材施教,教会学生学习方法,注重教育留白—释放自主学习时间,组建积极向上的班集体。学习阻力层面:学校要落实双减政策,减轻学业负担,整合并优化资源使用,加强家校联动,形成教育合力,并关注学生的心理健康教育。更多还原

【Abstract】 With the advancement of digitalization in education,formal education and informal education are organically integrated.Students’ learning channels have shifted from being singular to diverse,and the educational domain has expanded from schools to the entire society.The educational process has also extended from adolescence to a person’s entire life.Therefore,the Potential of Self-regulated Learning is a core competence that students must possess to adapt to future social development.Based on Self-Determination Theory and the Triadic Interaction Theory,and with the structure of autonomous learning ability as the framework,this study combines the concepts of autonomous learning and learning ability to define the concept of the Potential of Self—regulated Learning for junior high school students.Its constituent elements are divided into learning motivation,learning ability,and learning resistance,which serve as the three major research dimensions of this study.This study comprehensively employs the methods of literature review,questionnaire survey,and interview to conduct a current situation investigation on the Potential of Self—regulated Learning of 320 students in grades 7,8,and 9 in Z City.Quantitative data analysis was conducted using SPSS 26.0,and the following research conclusions were drawn:The overall Potential of Self-regulated Learning of junior high school students is at a medium level.In terms of learning motivation:learning interests are narrow,self-efficacy is weak,and learning perseverance is unstable.In terms of learning ability:metacognitive ability is poor,and there is a lack of awareness and ability for learning planning.In terms of learning resistance:learning anxiety is prominent,academic burden is significant,parents’ expectations are high,and the relationship between teachers and students is not harmonious.Secondly,there are significant differences in the overall Potential of Self—regulated Learning of junior high school students in terms of gender,academic performance,parallel classes/experimental classes,autonomous learning time,and parents’ educational attainment.There is a positive correlation between learning motivation and learning ability among junior high school students,and a negative correlation between learning motivation,learning ability,and learning resistance.Based on the identified problems and causes,the following improvement strategies are proposed:In the aspect of learning motivation:Junior high school students should cultivate their own learning interests,make plans,be driven by goals,overcome distractions,and improve learning efficiency.Parents should update their educational concepts.adjust their educational expectations,and cultivate students’sense of responsibility.In the aspect of learning ability:Teachers should update their teaching concepts,improve their teaching abilities,teach students according to their aptitudes,teach students learning methods,and pay attention to educational blank spaces-releasing time for autonomous learning.Form positive and upward class collectives.In the aspect of learning resistance:Schools should implement the"double reduction" policy,reduce academic burden,integrate and optimize resource utilization,strengthen home-school communication,form educational synergy,and pay attention to students’ mental health education.更多还原